Sentences with phrase «gender and race peer»

Children's social reasoning about inclusion and exclusion in gender and race peer group contexts.

Not exact matches

They carefully matched these FRI students with peers who did not participate but were otherwise comparable in terms of socioeconomic background, gender, race, ethnicity, scores on standardized tests and other factors.

The two notions of peer effects — race and gender — have been joined as more and more attention is being paid to «black boys» and schools that cater to them.

Issues of race, ethnicity, class, gender, sexual orientation, and ability often complicate this question for adolescents, affecting their schoolwork and their relationships with teachers, family, and peers.

Results of examining the differential effects of peers from troubled families by race and gender show relatively large negative and statistically significant test - score effects on white boys and statistically insignificant effects on black boys, black girls, and white girls.

As a first test for nonrandom selection of students into or out of particular schools and cohorts of students, we examined whether peer family violence appears to have an effect on cohort size or student characteristics such as race, gender, and income.

Specifically, we compared children with complaints for maltreatment to peers who (a) were the same race, gender and birth year, (b) had the same income level as measured by eligibility for subsidized meals, (c) lived in the same neighborhood, and (d) attended the same elementary school.

Although the adolescents were more likely than the younger children to favor excluding others from peer activities on the basis of their gender or race, both groups rejected exclusion in general, citing fairness and equal rights.

The nation's race - and gender - based achievement gaps are narrowing, according to new data that compare the reading and mathematics achievement of today's 9 -, 13 -, and 17 - year - olds with their peers over a 40 - year span.

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Through an array of campy stereotypes that range from a suspicious housewife peering out a window to a Divine-esque drag queen, Gaignard interrogates her own intersectional identity as a biracial woman as well as the often murky, difficult terrain of race, class, and gender in contemporary culture.

The behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, race, disability or the receipt of special education

Logistic regressions (controlling for age, gender, race / ethnicity, family structure, academic performance, and depressive symptoms) suggest that family connectedness was a stronger predictor than connectedness to peers, school, or adults at school for non-suicidal self - harm, suicidal ideation, suicide plans, and non-fatal suicidal behavior.